3D Printed Flying Challenge V2

 

Challenge: To use Tinkercad to design something that is original that is able to fly the furthest distance.

Equipment Used: iPad, Tinkercad, Bambu H2D, Bambu PLA.

Background: As previously detailed on this blog this challenge started off as an independent activity which one of the students brought to school and wanted to print.   This led to a general discussion about the concepts of flight, size, weight etc.     Students in the classroom then started to print a variety of objects that met the brief.    Early on in the discussions students started to realise that the shape of the disc and the way in which it could be launched were important to determine success.   We also started to have conversations about how the information could be recorded related to flight, distance and measurement.    The student who designed this print wanted to ensure that they had a pattern on their design (as shown) that did not interrupt the flight (as other students had made designs with irregular shapes or high objects that were not balanced).

This student also used the Tinkercad AR/VR function to use their design and their iPad and project their design in super sized portions around the school in different locations.

Level of Difficulty: Low - this is an introductory task which was completed by a Y4 student who is part of the second cohort of students this year.   They were able to complete it without the need for any input based around other designs that they had seen.  Although not visible in the screen shots they also inserted their initials subtlety into the side of the print.

Size: The print measures 130mm across and this was the diameter of the print.   The print had a width of 20mm and was 10nm thick.

Cost/Price: The print used 32g of filament to complete the print.   This had a price point of $0.82 making it an achievable classroom or small group project.

Timeframe: Using the Bambu H2D the project took one hour and ten minutes to complete.  

What we would do/Next Steps for the students: This is going to be a hybrid STEM/Mathematics lesson based around concepts of aerodynamic flight and measuring, graphing and displaying the information that the students are going to be able to gather.   There is a small issue with the printer at present that needs attention (as can be seen in the photograph) but this is essentially the first time that we've need to maintain the machine since August (which is just a basic clean of the plate).   The students were able to see clearly in this instance that the plate was not printing equally on both sides so we had a discussion about why this was and what we could do about it.

3D Printing Flying Challenge

 

Challenge: To use Tinkercad to create something that flies.   

Equipment Used: iPad, Tinkercad App, Bambu H2D, Bambu PLA (orange)

Background: At the end of last term (its the last day of the term one break in New Zealand, our students are going to be back this coming Monday in regular class) we set the students a challenge.   Initially we were looking at ways to create movement using 3D Printing.   The intention was to look at some basic movement and using either the 'motion' feature of the Tinkercad simulation including the potential for some basic wheel movement.    One of the students in the classroom, who is eight years old, wanted to make something that instead of rolling could be flicked.

The rational was that they could easily produce a disc and that this could be measured for distance based on the design.  After discussions with the teacher the student was able to produce a prototype (this is in the region of five minutes after the discussion).

While there are some elements that are reminiscent from the classroom project earlier this term that was a donut the student felt that it would be worth experimenting.    Now that the print has been completing from a teacher perspective thoughts have shifted to how can the students use this? What data might they be able to create? How might this data be displayed? If similar ideas are developed - what ways can another design be created to compare? (such as something with designs on both top and bottom of the design?

The next step will be putting this design in the hands of the students to ensure that they can develop their ideas, bounce ideas off each other and create some prototypes for comparison to think about whats next.  The focus will be on the data collection, how to measure it and what conclusions that the students can make from experimenting and working with the print.

Level of Difficulty: Low - this design was created in a short space of time by a student who is confident in their CAD design.  The shapes and the additions are all from the basic interface.

Size: The print measures 150mm diameter across.   The sides of the design are 40mm across and the design is 10mm wide overall,  The spheres that are across the top of the design extend upwards from the design up to 10mm.    

Cost/Price: The print in its current form uses 56g of filament to complete this print and that has a price point of $1.38 for the print.  As the intention is to complete several prints and then compare the size we would expect this to be adjusted accordingly.

Timeframe: Using the Bambu H2D on regular settings this print took four hours and twelve minutes to complete.

What we would do differently/Next Steps for the students: The data that comes out of testing this 3D Printed object is going to be important not only in terms of how it is collected but also how it is displayed.  There is a huge scope for this and also to consider how then this might be applied to Mathematics lessons and thinking about scale, flight and how an object might travel (including for instance altering the infill of the print rather than using simply the standard).  We also have some traditional frisbee for the students to compare this design to.